B.Ed (PE) Hons; GradCertEd. (Tertiary Ed.); GradCertUniLeadMgt; PhD (HPE) Associate Professor Brendon Hyndman is an internationally recognised education researcher at Charles Sturt University whose work examines how school environments, play, and the everyday conditions of school life shape children’s wellbeing, belonging, health, and learning. He is especially known for research on recess, school-based play, outdoor and informal learning environments, teacher education, and the translation of evidence into practical school improvement and policy. His scholarship connects educational research with real-world impact, informing teaching practice, school design, professional learning, policy development, and public discourse in Australia and internationally. He has held major academic leadership roles across research, higher degree research, and faculty governance, and brings extensive experience in academic and education-system leadership. Brendon’s work has reached broad academic, professional, and public audiences, including more than one million readers through The Conversation, invited speaking such as TEDx Albury, and national and international leadership roles including Australian representative to the Global Recess Alliance and Board Member (Evidence & Impact) with Play Australia. Brendon’s teaching and supervision focus on teacher education, educational research, Personal Development, Health and Physical Education (PDHPE), wellbeing, and evidence-informed educational practice. He is recognised for pedagogical innovation, particularly in digital learning, professional learning, and the use of contemporary technologies to strengthen teacher capability and student engagement. His scholarship in teaching and teacher education has influenced practice nationally and internationally, including work in physical education pedagogy, social media for professional development, and innovative approaches to practice-based learning. Across his academic roles, he has designed authentic, practice-relevant learning experiences that support educators to respond to wellbeing, inclusion, and the broader realities of contemporary schooling. He has also demonstrated sustained leadership in curriculum and research training through higher degree research supervision, doctoral examination, and the development of honours and graduate research pathways. Brendon’s research examines how school environments, teaching practices, and everyday conditions of school life shape children’s wellbeing, belonging, health, and learning. His work is especially recognised for advancing understanding of school-based play, recess, outdoor environments, and other influential aspects of the educational experience beyond the classroom. His research bridges education, health, and applied school improvement, with a strong emphasis on translating evidence into practical strategies for teaching, school improvement, policy development, and professional learning. This includes intervention and measurement research, collaboration with schools and education systems, and national and international work focused on inclusive, healthy, and play-supportive school environments. Current research areas include school-based play and recess, teacher education and pedagogy, children’s wellbeing and belonging, informal curriculum ecosystems, and the translation of research into policy and practice. Brendon Hyndman’s publications span education, teacher education, school-based play, wellbeing, health, and research translation, with outputs across peer-reviewed journals, books, chapters, policy work, commissioned reports, and public scholarship. Across this body of work, a consistent focus is the role of school environments, pedagogy, and everyday school conditions in shaping educational experience and outcomes.
Professorial Staff3792722
Associate Professor Brendon Hyndman
Associate Professor
Albury / Wodonga
Building 763, Room 118